• Alla Anisimova
Keywords: CLIL, multilingualism, bilingual education, multilingual education, multilingual competence


The article deals with description of CLIL (Content and Language Integrated Learning) and with some aspects of its influence on the process of development of multilingual competence of students-philologists. It is emphasized that multilingualism has become a widespread phenomenon in modern societies. A considerable number of people speak more than two languages in their everyday life due to historical, social, or economic reasons. This is one of the reasons why multilingual competence was defined as one of the key competences that a modern competitive specialist should possess by the European System of Higher Education. CLIL is usually thought to play an increasingly important part in language education, both as a feature of foreign language teaching and learning, and as an element of bi- and multilingualism. Multilingual competence presupposes that speakers use different languages for different contexts and purposes, but their fluency in the languages may differ. The article gives a detailed description of the features typical of CLIL, and on their basis it describes some aspects of experience of the English Philology Department of Oles Honchar Dnipropetrovsk National University in the application of the CLIL fordevelopment of multilingual competence of students-philologists. The ability to apply multilingual competence is one of the key objectives of the curriculum. All the majors (History of Language, Theory of Grammar, Lexicology, Stylistics and others) are taught in English. In this way, subject learning is combined with language learning, which contributes to the development of multilingual competence.


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How to Cite
Anisimova, A. (2017). CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL): FROM THEORY TO PRACTICE. English and American Studies, (14), 64-70. Retrieved from